Abstract: Learning interventions in business management education should not just promise vague o... more Abstract: Learning interventions in business management education should not just promise vague outcomes. In this study, the researcher determines the acceptability of teacher-designed programmed modules in Production Management for classroom learning using the evaluations of expert jurors and student-users. The modules use the critical elements of mastery learning and proven effective teaching practices. After the researcher has developed them, students are given an orientation about the learning intervention which they have evaluated after using. The jurors who are known experts in the field also assessed the modules using quantitative and qualitative inputs. The findings show that the modules are generally very satisfactory in terms of physical aspects, objectives, instructions, learning, and evaluative instrument using separate and combined evaluations of the two groups of evaluators. This points out that they are acceptable as a learning intervention. The evaluation paves the w...
Learning interventions in business management education should not just promise vague outcomes. I... more Learning interventions in business management education should not just promise vague outcomes. In this study, the researcher determines the acceptability of teacher-designed programmed modules in Production Management for classroom learning using the evaluations of expert jurors and student-users. The modules use the critical elements of mastery learning and proven effective teaching practices. After the researcher has developed them, students are given an orientation about the learning intervention which they have evaluated after using. The jurors who are known experts in the field also assessed the modules using quantitative and qualitative inputs. The findings show that the modules are generally very satisfactory in terms of physical aspects, objectives, instructions, learning, and evaluative instrument using separate and combined evaluations of the two groups of evaluators. This points out that they are acceptable as a learning intervention. The evaluation paves the way to deve...
The International Journal of Business and Management, 2011
This paper compares the level of innovativeness and achievement motivation of teachers from a pub... more This paper compares the level of innovativeness and achievement motivation of teachers from a public and a private college. It further aimed to correlate these main variables to the organizational orientation, age, type of institution and sex of respondents. The 122 full-time faculty members from the College of Arts and Sciences of CPU (private) and WVSU (public) were subjected to three tests: the level of innovativeness, achievement motivation and the organizational orientation tests. Comparing the CPU and WVSU CAS teachers, the faculty members from both CPU and WVSU CAS were moderately innovative. Those from WVSU CAS worked in a formalized and relatively rigid or mechanistic organization, whereas, the faculty members in CPU CAS worked in a mixed organization. Teachers from both institutions had a high achievement motivation. Innovativeness level was significantly influenced by achievement motivation level possessed by the teachers and organizational orientation. It was not, howeve...
Abstract: Learning interventions in business management education should not just promise vague o... more Abstract: Learning interventions in business management education should not just promise vague outcomes. In this study, the researcher determines the acceptability of teacher-designed programmed modules in Production Management for classroom learning using the evaluations of expert jurors and student-users. The modules use the critical elements of mastery learning and proven effective teaching practices. After the researcher has developed them, students are given an orientation about the learning intervention which they have evaluated after using. The jurors who are known experts in the field also assessed the modules using quantitative and qualitative inputs. The findings show that the modules are generally very satisfactory in terms of physical aspects, objectives, instructions, learning, and evaluative instrument using separate and combined evaluations of the two groups of evaluators. This points out that they are acceptable as a learning intervention. The evaluation paves the w...
Learning interventions in business management education should not just promise vague outcomes. I... more Learning interventions in business management education should not just promise vague outcomes. In this study, the researcher determines the acceptability of teacher-designed programmed modules in Production Management for classroom learning using the evaluations of expert jurors and student-users. The modules use the critical elements of mastery learning and proven effective teaching practices. After the researcher has developed them, students are given an orientation about the learning intervention which they have evaluated after using. The jurors who are known experts in the field also assessed the modules using quantitative and qualitative inputs. The findings show that the modules are generally very satisfactory in terms of physical aspects, objectives, instructions, learning, and evaluative instrument using separate and combined evaluations of the two groups of evaluators. This points out that they are acceptable as a learning intervention. The evaluation paves the way to deve...
The International Journal of Business and Management, 2011
This paper compares the level of innovativeness and achievement motivation of teachers from a pub... more This paper compares the level of innovativeness and achievement motivation of teachers from a public and a private college. It further aimed to correlate these main variables to the organizational orientation, age, type of institution and sex of respondents. The 122 full-time faculty members from the College of Arts and Sciences of CPU (private) and WVSU (public) were subjected to three tests: the level of innovativeness, achievement motivation and the organizational orientation tests. Comparing the CPU and WVSU CAS teachers, the faculty members from both CPU and WVSU CAS were moderately innovative. Those from WVSU CAS worked in a formalized and relatively rigid or mechanistic organization, whereas, the faculty members in CPU CAS worked in a mixed organization. Teachers from both institutions had a high achievement motivation. Innovativeness level was significantly influenced by achievement motivation level possessed by the teachers and organizational orientation. It was not, howeve...
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Papers by Lucell Larawan